Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study
Listening is undoubtedly a fundamental language skill to develop when learning a foreign language due to its constant use by the L2 learner. However, in classrooms students feel frustrated because the listening activities designed for its development are not understandable for them and become reluct...
- Autores:
-
Caro Lora, John Jairo
Peinado Agresott, Libardo Andrés
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/2465
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2465
- Palabra clave:
- Aspectos de la escucha
MALL
Percepciones de los estudiantes.
Listening skill aspects
MALL
Students' perceptions
- Rights
- closedAccess
- License
- Copyright Universidad de Córdoba, 2019
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Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| title |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| spellingShingle |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study Aspectos de la escucha MALL Percepciones de los estudiantes. Listening skill aspects MALL Students' perceptions |
| title_short |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| title_full |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| title_fullStr |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| title_full_unstemmed |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| title_sort |
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study |
| dc.creator.fl_str_mv |
Caro Lora, John Jairo Peinado Agresott, Libardo Andrés |
| dc.contributor.advisor.none.fl_str_mv |
Lorduy Arellano, Danilza |
| dc.contributor.author.spa.fl_str_mv |
Caro Lora, John Jairo Peinado Agresott, Libardo Andrés |
| dc.subject.proposal.spa.fl_str_mv |
Aspectos de la escucha MALL Percepciones de los estudiantes. |
| topic |
Aspectos de la escucha MALL Percepciones de los estudiantes. Listening skill aspects MALL Students' perceptions |
| dc.subject.keywords.spa.fl_str_mv |
Listening skill aspects MALL Students' perceptions |
| description |
Listening is undoubtedly a fundamental language skill to develop when learning a foreign language due to its constant use by the L2 learner. However, in classrooms students feel frustrated because the listening activities designed for its development are not understandable for them and become reluctant to work in classes on this skill; as a result, most students usually find EFL learning uninteresting or boring. The purpose of this exploratory case study was to explore which aspect of the listening skill students developed the most when implementing MALL (Mobile-Assisted Language Learning) and what were their perceptions towards the use of smartphones in EFL lessons. In order to meet that end, this study employed a diagnostic and final test, listening tasks, students’ diaries and a questionnaire to answer which listening skill aspect students develop the most and their perceptions towards MALL. Coding and descriptive analysis helped to analyze the data gathered. The findings of this study suggest that MALL is an efficient strategy to develop listening skills in the L2, especially concerning the identifying expressions and set of utterances that act to create meaning aspect. Additionally, MALL can also be used as a different strategy to learn a foreign language in an interesting and dynamic way. |
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2019 |
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2019-12-20 |
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Trabajo de grado - Pregrado |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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Text |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/2465 |
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eng |
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eng |
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Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach. International Journal of Emerging Technologies in Learning, 13(6). Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 4(1), 43-58. Andrade, M. E. (2006). Improving how listening skills are taught in the EFL classroom: Guidelines to producing better speakers of the English language (Undergraduate monograph). Instituto Superior de Educação, Campo Largo, Brazil. Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference?. Education and Information Technologies, 22(6), 3063-3079. Brace, I. (2018). Questionnaire design: How to plan, structure and write survey material for effective market research. London: Kogan Page Publishers. Campbell, S. W. (2006). Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication education, 55(3), 280-294. Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and How Do Distance Learners Use Mobile Devices for Language Learning?. The EuroCALL Review, 24(1), 10-24. Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications. Fang, B. (2009). From distraction to engagement: Wireless devices in the classroom. Educause Quarterly, 32(4), 4-9. Field, J. (2010). Listening in the language classroom. ELT journal, 64(3), 331-333. Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251. Gehringer, E. F. (2010, June). Daily course evaluation with Google forms. In ASEE, American Society for Engineering Education Annual Conference & Exposition (Vol. 27). Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123-133. Gilman, R. A., & Moody, L. M. (1984). What practitioners say about listening: Research implications for the classroom. Foreign Language Annals, 17(4), 331. Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2-11. Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211-229. Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155. Hockly, N. (2012). Mobile learning. Elt Journal, 67(1), 80-84. Hughes, A. (2003). Testing for language teachers. Ernst Klett Sprachen. Iftakhar, S. (2016). Google classroom: what works and how?. Journal of Education and Social Sciences, 3(1), 12-18. Jackson, L. D. (2012). Is Mobile Technology in the Classroom a Helpful Tool or a Distraction?: A report of university students' attitudes, usage practices, and suggestions for policies. International Journal of Technology, Knowledge & Society, 8(5). Kim, H. S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30. Kukulska-Hulme, A., & Shields, L., (2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL 20(3), 271-289. Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application. British Journal of Educational Technology, 49(2), 305-320. Lynch, T., & Mendelsohn, D. (2013). Listening. In An introduction to applied linguistics (pp. 190-206). Routledge. McCoy, B. (2013). Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Journal of Media Education, 4(4). Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526. Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309. Mindog, E. (2016). Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students. JALT CALL Journal, 12(1), 3-22. Miles, M., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage. Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19, 129-132. doi:10.1177/1362168815572747 Nunan, D. (2002). Listening in language learning. Methodology in language teaching: An anthology of current practice, 238-241. Renandya, W. A., & Farrell, T. S. (2010). ‘Teacher, the tape is too fast!’Extensive listening in ELT. ELT journal, 65(1), 52-59. Richards, J. C. (2008). Teaching listening and speaking. Cambridge, England: Cambridge University Press. Rost, M. (1991). Listening in action. New Jersey: Prentice Hall. Rost, M. (2002). Listening tasks and language acquisition. In Memorias del Congreso JALT 2002 (pp. 18-28). Rost, M. (2006). Areas of research that influence L2 listening instruction. In E. Uso-Juan and A. Martinez-Flor (Eds.) Current Trends in the Development and Teaching of the Four Language Skills. (pp. 38–74). New York: Mouton de Gruyter. Successful strategies. ELT Journal, 53 (4), pp. 168–176. Tyagi, B. (2013). Listening: An important skill and its various aspects. The Criterion An International Journal in English, 12, 1-8. Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176. Wildemuth, B. M. (Ed.). (2016). Applications of social research methods to questions in information and library science. ABC-CLIO. Williams, A. J., & Pence, H. E. (2011). Smart phones, a powerful tool in the chemistry classroom. Journal of Chemical Education, 88(6), 683–686. Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the smartphone learner: An investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1), 1-15. Yin, R., (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing. Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 5(1). Zhang, Y., (2016). The impact of mobile learning on ESL listening comprehension. 3rd Conference on Advanced Education and Management (ICAEM 2016). pp. 1-5. |
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Lorduy Arellano, Danilzab64585e4-ccc3-4782-bf29-ac02ca5fa839Caro Lora, John Jairo8efce9dd-b921-4d78-bea9-15f1b2479bec-1Peinado Agresott, Libardo Andrés683f40c8-86d1-42ed-9a8d-5ec30fad432f-1Montería, Córdoba2019-12-20https://repositorio.unicordoba.edu.co/handle/ucordoba/2465Listening is undoubtedly a fundamental language skill to develop when learning a foreign language due to its constant use by the L2 learner. However, in classrooms students feel frustrated because the listening activities designed for its development are not understandable for them and become reluctant to work in classes on this skill; as a result, most students usually find EFL learning uninteresting or boring. The purpose of this exploratory case study was to explore which aspect of the listening skill students developed the most when implementing MALL (Mobile-Assisted Language Learning) and what were their perceptions towards the use of smartphones in EFL lessons. In order to meet that end, this study employed a diagnostic and final test, listening tasks, students’ diaries and a questionnaire to answer which listening skill aspect students develop the most and their perceptions towards MALL. Coding and descriptive analysis helped to analyze the data gathered. The findings of this study suggest that MALL is an efficient strategy to develop listening skills in the L2, especially concerning the identifying expressions and set of utterances that act to create meaning aspect. Additionally, MALL can also be used as a different strategy to learn a foreign language in an interesting and dynamic way.1. Introduction...............................................................................102. Theoretical framework ..................................................................132.1. Conceptual framework................................................................. 132.1.1. Listening skill..................................................................................132.1.2. Mobile-Assisted Language Learning (MALL)................................. 162.1.3. Applications for MALL....................................................... 172.2. Literature review .......................................................................203. Methodology.......................................................................................233.1. Type of research......................................................................233.2. Context and participants...........................................................243.3. Data collection techniques........................................................263.4. Data analysis.................................................................................284. Findings................................................................................................304.1. Development of listening skill aspects..............................................................304.1.1. Listening skill aspect developed the most....................................................354.1.2. Listening skill aspect with little progress......................................................374.2. Students’ perceptions towards the implementation of MALL.........384.2.2. MALL as a new strategy to learn by doing..................................................404.2.3. MALL as a developer of linguistic competences....................................424.2.4. Emerging pitfalls about the implementation of MALL.....................435. Discussion.............................................................................456. Conclusion...........................................................................................476.1. Limitations and implications....................................................477. References......................................................................................498. Appendixes....................................................................................54PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o ExtensiónApplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2019https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/closedAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_14cbUsing Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case StudyTrabajo de grado - PregradoInfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fInfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach. International Journal of Emerging Technologies in Learning, 13(6).Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 4(1), 43-58.Andrade, M. E. (2006). Improving how listening skills are taught in the EFL classroom: Guidelines to producing better speakers of the English language (Undergraduate monograph). Instituto Superior de Educação, Campo Largo, Brazil.Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference?. Education and Information Technologies, 22(6), 3063-3079.Brace, I. (2018). Questionnaire design: How to plan, structure and write survey material for effective market research. London: Kogan Page Publishers.Campbell, S. W. (2006). Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication education, 55(3), 280-294.Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and How Do Distance Learners Use Mobile Devices for Language Learning?. The EuroCALL Review, 24(1), 10-24.Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications.Fang, B. (2009). From distraction to engagement: Wireless devices in the classroom. Educause Quarterly, 32(4), 4-9.Field, J. (2010). Listening in the language classroom. ELT journal, 64(3), 331-333.Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242-11251.Gehringer, E. F. (2010, June). Daily course evaluation with Google forms. In ASEE, American Society for Engineering Education Annual Conference & Exposition (Vol. 27).Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123-133.Gilman, R. A., & Moody, L. M. (1984). What practitioners say about listening: Research implications for the classroom. Foreign Language Annals, 17(4), 331.Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2-11.Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211-229.Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.Hockly, N. (2012). Mobile learning. Elt Journal, 67(1), 80-84.Hughes, A. (2003). Testing for language teachers. Ernst Klett Sprachen.Iftakhar, S. (2016). Google classroom: what works and how?. Journal of Education and Social Sciences, 3(1), 12-18.Jackson, L. D. (2012). Is Mobile Technology in the Classroom a Helpful Tool or a Distraction?: A report of university students' attitudes, usage practices, and suggestions for policies. International Journal of Technology, Knowledge & Society, 8(5).Kim, H. S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30.Kukulska-Hulme, A., & Shields, L., (2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL 20(3), 271-289.Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application. British Journal of Educational Technology, 49(2), 305-320.Lynch, T., & Mendelsohn, D. (2013). Listening. In An introduction to applied linguistics (pp. 190-206). Routledge.McCoy, B. (2013). Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Journal of Media Education, 4(4).Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526.Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309.Mindog, E. (2016). Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students. JALT CALL Journal, 12(1), 3-22.Miles, M., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage.Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19, 129-132. doi:10.1177/1362168815572747Nunan, D. (2002). Listening in language learning. Methodology in language teaching: An anthology of current practice, 238-241.Renandya, W. A., & Farrell, T. S. (2010). ‘Teacher, the tape is too fast!’Extensive listening in ELT. ELT journal, 65(1), 52-59.Richards, J. C. (2008). Teaching listening and speaking. Cambridge, England: Cambridge University Press.Rost, M. (1991). Listening in action. New Jersey: Prentice Hall.Rost, M. (2002). Listening tasks and language acquisition. In Memorias del Congreso JALT 2002 (pp. 18-28).Rost, M. (2006). Areas of research that influence L2 listening instruction. In E. Uso-Juan and A. Martinez-Flor (Eds.) Current Trends in the Development and Teaching of the Four Language Skills. (pp. 38–74). New York: Mouton de Gruyter. Successful strategies. ELT Journal, 53 (4), pp. 168–176.Tyagi, B. (2013). Listening: An important skill and its various aspects. The Criterion An International Journal in English, 12, 1-8.Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176.Wildemuth, B. M. (Ed.). (2016). Applications of social research methods to questions in information and library science. ABC-CLIO.Williams, A. J., & Pence, H. E. (2011). Smart phones, a powerful tool in the chemistry classroom. Journal of Chemical Education, 88(6), 683–686.Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the smartphone learner: An investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1), 1-15.Yin, R., (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing.Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 5(1).Zhang, Y., (2016). 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