EDUCATORS PERCEPTIONS TOWARDS MOBILE ASSISTED LANGUAGE LEARNING MALL

http://dx.doi.org/10.31703/glr.2022(VII-II).22      10.31703/glr.2022(VII-II).22      Published : Jun 2022
Authored by : Aqsa Halepoto , Niaz Ahmed Bhutto , Inayatullah Kakepoto

22 Pages : 257-266

References

  • Gilakjani, A. P. (2017). A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills. International Journal of English Linguistics, 7(5), 95.
  • Çakmak, F. (2019). Mobile Learning and Mobile Assisted. Language, 1(1), 30-47.
  • Cicih, N. I. C., Adi, S., Wina, W., & Syamsul, B. (2020). Mobile-assisted language learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series (ICAISD).
  • Dolgunsöz, E., & Yıldırım, G. (2021). The Role of Mobile Devices on Online EFL Skill Courses During Covid-19 Emergency Remote Education. Acuity: Journal of English Language Pedagogy, Literature and Culture, 6(2), 118–131.
  • Darsih, E., & Asikin, N. A. (2020). Mobile assisted language learning: efl learners ? Perceptions toward the use of mobile applications in learning english. English Review: Journal of English Education, 8(2), 19.
  • Guy, R. (2010). Mobile Learning Defined. In R. Guy (Ed.), Mobile Learning: Pilot Projects and Initiatives. California: Informing Science Press.
  • Fazeena, Ekanayaka, & Hewagamage. (2015). A theoretical approach to initiate mobile assisted language learning among school leavers and university students of Sri Lanka. Australian Conference on Information Systems, 1-9. Adelaide.
  • Gavin, J. (2019). The use of mobile devices in language learning: A survey on Chinese university learners’ experiences. CALL- EJ, 20 (3), 6-20.
  • Hsiao, T., Cheung, A., Jiang, G., & Yu, X. (2016). An interactive IELTS vocabulary memorizing method based on Ebbinghaus curve. 2016 International Conference on Applied System Innovation (ICASI), 1-4.
  • Huseyin, O. (2013). Prospective English teachers’ ownership and usage of mobile devices as m-learning tools. Procedia - Social and Behavioral Sciences, 141, 1031- 1041
  • Isna, R. (2019). Promoting autonomous learning through mobile applications in a blended English language classroom. Advances in Social Science, Education and Humanities Research, 434, 98-101.
  • Kakepoto, I., Akhter, M. S., & Laghari, A. (2022). Satisfying and Dissatisfying Determinants of Online Education during Covid-19 Pandemic. Global Educational Studies Review, VII(II), 70– 81.
  • Kakepoto, I., Irfan, A. M., Imtiaz, A. H., Quratulain, T., & Khuda, B.J. (2021). Exploring e-learning barriers of university students during COVID-19 pandemic. International Journal of Innovation, Creativity and Change, 15 (6), 1161-1174.
  • Kakepoto, I., Faheem, A., Imtiaz, A. H., & Aniqa, A. (2021). Lessons learned: online examination and assessment practices during pandemic. International Journal of Innovation, Creativity and Change, 15 (7), 1076-1088.
  • Ke Yang. (2020). Factors Influencing Learners’ Motivation in Mobile-Assisted Language Learning: A Case Study on Four Chinese EFL Learners. (2020). International Journal of TESOL Studies. 2 (4) 80-96.
  • Khawla, S., & Amel, B. (2016). Teachers and students’ attitudes towards using mobile-assisted language learning in higher education. Arab World English Journal (special issue) 3, 123-140.
  • Kübra, O. D., & Hakan, D. (2022). EFL instructors’ perceptions of utilizing mobile-assisted language learning in Higher Education. Acta Educationis Generalis, 12 (2), 22-40.
  • Lim, R. A. & Arcilla, J. (2021). Mobile assisted language learning: Perspectives from senior high school students. International Research Journal of Science, Technology, Education, and Management, 1(2), 108-118.
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311.
  • Lu, X. (2022). The application of mobile- assisted language learning (MALL) in developing early English acquisition. Advances in Social Science, Education and Humanities Research, 673, 657-660.
  • Muhammad, M. A., Shagufta, M., Moafia, N., & Zarmina, U. (2020). The Application of Mobile Assisted Language Learning in Pakistani ESL classrooms: An Analysis of Teachers' Voices. International Journal of Innovation, Creativity and Change, 14 (10), 170-197.
  • Muhammed, S. K., & Abdulfattah, O. (2019). Enhancing reading skills for Saudi secondary school students through Mobile assisted language learning (MALL): An experimental study. International Journal of English Linguistics, 9 (1), 437-447.
  • Nafisatul, L. (2020). The integration of MALL to enhance students speaking skill: An autonomous learning model. Journal of Foreign Language Teaching and Learning, 5 (1), 1-19.
  • Nasrin, N., Mitra, Z., & Aeen, M. (2021). Barriers and facilitators of using mobile devices as an educational tool by nursing students: qualitative research. BMC Nursing, 20 (226),1-11.
  • Nedal, A. & Bani, H. (2014). Benefits and barriers of computer assisted language learning and teaching in the ARAB world: Jordan as a model. Theory and Practice in Language Studies, 4 (8), 1609- 1615,
  • Ni, Q., & Yu, Y. (2015). Research on Educational Mobile Games and the effect it has on the Cognitive Development of Preschool Children. Third International Conference on Digital Information, Networking, and Wireless Communications, 165-169.
  • Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile- Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language. Journal of Physics: Conference Series, 1641(1), 012027.
  • Ongoro, C. A., & Mwangoka, J. (2014). Using Game-Based Approach to Enhance Language Learning for Preschoolers in Tanzania. IEEE, 121-126.
  • Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937-942.
  • Raphael, N., Madoda, C., Baba, T., & Sindiso, Z. (2017). Exploring the Second Language Teaching Strategies of Ndebele English Teachers in Selected Secondary Schools in Zimbabwe. Gender & Behaviour, 15(2), 8626-8637.
  • Reza, D. (2013). Implementing mobile- assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. The JALT Journal, 9 (2), 149- 168.
  • Shrestha, S., Saifa, H., Saraswati, D., & Ram A. G. (2022). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 27, 243-265.
  • South, J. (2017). Reimagining the role of technology in education. Office of educational technology. USA.
  • Sufyan, Habib., Ahsanuddin, H., Samar, S. M. S., Syed, A., & Mohammed, A. K. (2022). Mobile assisted language learning: Evaluation of accessibility, adoption, and perceived outcome among students of Higher Education. Electronics, 11 (1113), 2-20.
  • Traxler, J. (2007). Defining, discussing, and evaluating mobile learning: the moving finger writes and having writ. International Review of Research and Open and Distance Learning,8 (2), 2-12.
  • Vo, N. H., & Guanglun, M. M. (2021). Perceived teacher support and students’ acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context. British Journal of Educational Technology, 52 (2), 879-898.

Cite this article

    CHICAGO : Halepoto, Aqsa, Niaz Ahmed Bhutto, and Inayatullah Kakepoto. 2022. "Educators' Perceptions Towards Mobile Assisted Language Learning (MALL)." Global Language Review, VII (II): 257-266 doi: 10.31703/glr.2022(VII-II).22
    HARVARD : HALEPOTO, A., BHUTTO, N. A. & KAKEPOTO, I. 2022. Educators' Perceptions Towards Mobile Assisted Language Learning (MALL). Global Language Review, VII, 257-266.
    MHRA : Halepoto, Aqsa, Niaz Ahmed Bhutto, and Inayatullah Kakepoto. 2022. "Educators' Perceptions Towards Mobile Assisted Language Learning (MALL)." Global Language Review, VII: 257-266
    MLA : Halepoto, Aqsa, Niaz Ahmed Bhutto, and Inayatullah Kakepoto. "Educators' Perceptions Towards Mobile Assisted Language Learning (MALL)." Global Language Review, VII.II (2022): 257-266 Print.
    OXFORD : Halepoto, Aqsa, Bhutto, Niaz Ahmed, and Kakepoto, Inayatullah (2022), "Educators' Perceptions Towards Mobile Assisted Language Learning (MALL)", Global Language Review, VII (II), 257-266
    TURABIAN : Halepoto, Aqsa, Niaz Ahmed Bhutto, and Inayatullah Kakepoto. "Educators' Perceptions Towards Mobile Assisted Language Learning (MALL)." Global Language Review VII, no. II (2022): 257-266. https://doi.org/10.31703/glr.2022(VII-II).22