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Moving Bravely towards Mobile Learning: Iranian Students' Use of Mobile Devices for Learning English as a Foreign Language.

Published on May 18, 2016in Computer Assisted Language Learning2.018
· DOI :10.1080/09588221.2015.1069360
Reza Dashtestani4
Estimated H-index: 4
(UT: University of Tehran)
Sources
Abstract
In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this aim, three instruments, i.e. questionnaires (n = 345), in-depth semi-structured interviews (n = 128), and non-participant observations (50 sessions), were employed to collect quantitative and qualitative data. The results indicate that Iranian EFL students are generally positive about mobile learning and the use of mobile devices for learning EFL. The perceived benefits of mobile learning comprised opportunities for ubiquitous learning and access to the Internet, use of multimedia in the classroom, and portability. On the contrary, the findings suggest that students might be discouraged from the use of mobile devices due to several perceived impeding factors. The ...
  • References (36)
  • Citations (23)
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References36
Newest
#1Ali Sorayyaei Azar (IAU: Islamic Azad University)H-Index: 1
#2Hassan Nasiri (IAU: Islamic Azad University)H-Index: 1
Abstract Keegan (2003) believes that M (mobile)-learning will provide the future of learning. MALL (Mobile Assisted Language Learning) has just started to move learners and teachers out of the classroom setting into the real world. Using mobile phones, teachers can provide a rich learning environment for learners, although there are still issues that must be considered before they can reach their full potential. Various researches suggest that collaborative speaking and listening skills can be s...
20 CitationsSource
This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools an...
9 CitationsSource
72 This study focused on the impact of MALL on Iranian EFL learners’ vocabulary learning. To carry out the research, 60 Iranian EFL learners, who participated in an IELTS preparation course, were selected as the participants of the study. They were then randomly assigned into experimental and comparison groups. A vocabulary test was given to both groups as the pre-test . The participants in the experimental group received 150 vocabularies of the General vocabulary for the IELTS book, their defin...
2 Citations
Language and culture have an inextricable and interdependent relationship. Learning a foreign language without learning the culture can only produce a “fluent fool,” that is someone who speaks the language well but does not understand the social or philosophical context in which it exists. In this era of technology, globalization, immigration and mass media, it is even more imperative for EFL teachers to equip students with high level of intercultural communicative competence. Two hundred and fi...
1 Citations
Two hundred and fifty Iranian EFL learners participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these learners, most of whom were aged 25-36. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper ...
4 Citations
Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The extent to which pupils are using their mobile devices to help their learning and which features they find useful for their schoolwork were examined. Pup...
8 CitationsSource
#1Mohamed Ally (Athabasca University)H-Index: 13
This paper provides an overview of the global use of mobile technology and mobile learning, discusses research on mobile learning that is needed, outlines the benefits of mobile learning, and discusses the challenges when implementing mobile learning as well as possible strategies to address these challenges.
20 CitationsSource
#1Liwei Hsu (National Kaohsiung University of Hospitality and Tourism)H-Index: 3
70 CitationsSource
The augmented interest, at the wake of the new millennium, apropos different modes of computer assisted instruction gave rise to the naissance of a new generation of CALL-based research known as MALL. As research over MALL might be said to still be in its infancy, a multitude of untouched areas remain to be dealt with, among which mention can be made of the way mobile assisted programs can bring about a better implementation of vocabulary instruction. Hence, in the current study, the viable effe...
5 CitationsSource
#1Reza DashtestaniH-Index: 4
3 Citations
Cited By23
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#1Reza Dashtestani (UT: University of Tehran)H-Index: 4
#2Shamimeh Hojatpanah (UT: University of Tehran)
Promoting students’ digital literacy has become a significant challenge for educational authorities and course designers. However, very limited attention has been directed toward junior high school...
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#1Yao-Ting Sung (NTNU: National Taiwan Normal University)H-Index: 29
#2Han Yueh Lee (NTNU: National Taiwan Normal University)H-Index: 1
Last. Kuo-En Chang (NTNU: National Taiwan Normal University)H-Index: 31
view all 4 authors...
Abstract The intervention effects of mobile learning have become one of the most popular topics in education research. Despite scholars critiquing the quality of mobile learning research, there is an obvious lack of quantitative studies exploring the design quality of experimental studies of mobile learning as well as tools for self-checking and improving experimental design. Based on the newly developed CREED (Checklist for the Rigor of Education-Experiment Designs), which focuses on the intern...
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#1Zhonggen Yu (BLCU: Beijing Language and Culture University)
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Mobile technology has notably taken on an important role in the educational field. There are wide range of resources that are available to improve different skills in certain areas that we do not know yet. The main aim of this study is to determine the influence of the EnglishListening and 6 Minutes English mobile applications in the development of listening comprehension. The study aims to evaluate the effectiveness of the mobile apps through the improvement of students’ listening skill after t...
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#1Farideh Ataeifar (IAU: Islamic Azad University)
#2Firooz Sadighi (IAU: Islamic Azad University)H-Index: 2
Last. Fatemeh Behjat (IAU: Islamic Azad University)H-Index: 3
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AbstractThe study aimed at investigating the impacts of mobile-assisted instruction on improving Iranian female EFL learners’ speaking skill and exploring their perceptions of the experience. Rando...
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#1Gustavo García Botero (Vrije Universiteit Brussel)H-Index: 2
Last. Frederik Questier (Vrije Universiteit Brussel)H-Index: 12
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AbstractLearners need diligence when going solo in technology-enhanced learning environments. Nevertheless, self-regulation and scaffolding are two under-researched concepts when it comes to mobile...
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#1Aslı Suner (Ege University)H-Index: 4
#2Yusuf Yilmaz (Ege University)H-Index: 2
Last. Beyser Pişkin (Ege University)H-Index: 3
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Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students.
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In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for more replication studies in second language research, the present study aimed to develop and validate an attitudinal instrument to measure language learners’ attitudes towards MALL. In doing so, the present study partially and conceptually replicated Vandewaetere and Desmet’s (Comput Assist Lang Learn 22(4):349–380, 2009) computer-assisted language learning attitude scale. The attitude towards MALL (...
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