Students’ Attitudes Towards Using Mobile Applications in Learning English Listening Skills at Ho Chi Minh City University of Foreign Languages and Information Technology
Main Article Content
Abstract
Technology continues to create new avenues for inspiring language learners. unlocking the vast potential of technology requires institutions, teachers, students, and communities to collaborate to determine how it can be optimally implemented in a particular setting. This study aimed to determine how sophomores majoring in English at Ho Chi Minh City University of Foreign Languages and Information Technology thought about using mobile applications through mobile devices to improve their English listening skills. One hundred and one English major students at Ho Chi Minh City University of Foreign Languages and Information Technology participated in the mixed-methods study. Using the mixed-methods research design with a survey questionnaire as the primary data collecting instrument, the study obtained significant findings and accomplished its objectives. The study findings indicate that the majority of participants had positive sentiments regarding the use of mobile applications inside and outside the classroom. This study also revealed that most English majors agreed that listening practice through mobile applications could improve their listening skills. In addition, although the participants accepted that the mobile devices contained a lot of distractions while using, they still held positive attitudes towards the use of mobile applications and continued using them to practice their English listening skills.
Keywords:
Attitudes; mobile Learning; mobile applications; English listening skills.
References
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https://org.doi/10.1016/j.sbspro.2014.03.613.
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[51] G. Stockwell, Investigating Learner Preparedness for and Usage Patterns of Mobile Learning, ReCALL, Vol. 20, No. 3, 2008, pp. 253-270.
[52] V. V. Loc, N. N. Vu, T. V. Linh, EFL Students’ Attitudes Towards the Ease of Use Mobile Technology to Learn English at a University Vietnam, 18th International Conference of the Asia Association of Computer-assisted Language Learning (Asia CALL-2-2021), Vol. 621, 2021, pp. 291-298.
[53] H. Oz, An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning, English Language Teaching, Vol. 8, No. 2, 2015, pp. 22-34.
[54] K. Saidounim, A. Bahloul, Teachers and Students’ Attitudes Towards Using Mobile-assisted Language Learning in Higher Education, Arab World English Journal (AWEJ), Vol. 3, 2016, pp. 123-140.
[55] L. Zheng, X. Li, F. Chen, Effects of a Mobile Self-regulated Learning Approach on Students’ Learning Achievements and Self-regulated Learning Skills, Innovations in Education and Teaching International, Vol. 55, No. 6, 2018, pp. 616-624.
[56] H. Korkmaz, The Effectiveness of Mobile Assisted Language Learning as a Supplementary Material for English Language Teaching Course Books, University of Ankara, 2010.
[57] O. A. Yafei, M. E. Osman, Mobile Phone Apps: An Emerging E-platform for Vocabulary Learning and Retention, Journal of Applied Linguistics and Language Research, Vol. 3, No. 7, 2016, pp. 286-308.
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[60] K. E. Valarmathi, Mobile Assisted Language Learning, Journal of Technology for ELT, Vol. 1, No. 2, 2011.
[2] H. Zhang, W. Song, J. Burston, Reexamining the Effectiveness of Vocabulary Learning Via Mobile Phones, TOJET: The Turkish Online Journal of Educational Technology, Vol. 10, No. 3, 2011, pp. 203-214.
[3] D. Rueckert, R. Kiser, M. Cho, Oral Language Assessment Made Easy via Voice Thread, TESOL International Convention and English Language Expo, 2012.
[4] H. D. Brown, H. Lee, Teaching by Principles, 4th ed., New York: Pearson Education, 2015.
[5] T. Q. Thao, T. M. Duong, Insights into Listening Comprehension Problems: A Case Study in Vietnam, PASSA: Journal of Language Teaching and Learning in Thailand, Vol. 59, 2020, pp. 77-100,
https://files.eric.ed.gov/fulltext/EJ1239999.pdf.
[6] N. N. Quyen, T. C. Dan, Listening Comprehension: First Year English-major Students’ Perceptions and Problems, Can Tho University Journal of Science, Vol. 54, No. 2, 2018, pp. 75-83.
[7] N. Hockly, Mobile Learning: What is it and Why Should You Care, Modern English Teacher, Vol. 21, No. 2, 2012, pp. 32-33.
[8] F. Martin, J. Ertzberger, Here and Now Mobile Learning: An Experimental Study on the Use of Mobile Technology, Computers and Education, Vol. 68, 2013, pp. 76-85.
[9] S. Wang, S. Smith, Reading and Grammar Learning through Mobile Phones, Language Learning and Technology, Vol. 17, 2013, pp. 177-134, https://www.lltjournal.org/item/2828.
[10] P. Thornton, C. Houser, Using Mobile Phones in English Education in Japan, Journal of Computer Assisted Learning, Vol. 21, 2005, pp. 2117-228.
[11] S. M. Alsied, The Role of Mobile Phones as Effective Tools for Language Learning by Libyan EFL Learners, JEELS: Journal of English Education and Linguistics Studies, Vol. 6, No. 2, 2019, pp. 135-163.
[12] A. A. Shamsi, A. M. A. Mekhlafi, S. A. Busaidi, M. M. Hilal, The Effects of Mobile Learning on Listening Comprehension Skills and Attitudes of Omani EFL Adult Learners, International Journal of Learning, Teaching and Educational Research, Vol. 19, No. 8, 2020, pp. 16-39.
[13] H. Kim, Emerging Mobile Apps to Improve English Listening Skills, Multimedia-assisted Language Learning, Vol. 16, No. 2, 2013, pp. 11-30, https://repository.arraniry.ac.id/id/eprint/13594/.
[14] J. Zhu, Students’ Perceptions on the Use of Mobile Applications in English Language Learning, E-learn: World Conference on E-learning in Corporate, Government, Healthcare, and High Education, 2018, pp. 1202-1207.
[15] G. M. Chimnery, Going to the MALL: Mobile Assisted Language Learning, Language Learning and Technology, Vol. 10, No. 1, 2006, pp. 9-16, https://www.learntechlib.org/p/185081.
[16] M. O. M. E. Hussein, J. C. Cronje, Defining Mobile Learning in the Higher Education Landscape, Educational Technology and Society, Vol. 13, No. 3. 2010, pp. 12-21.
[17] B. Chen, J. Mao, User Acceptance of Mobile Technology: A Campus-wide Implementation of Blackboard’s Mobile Learn Application, Journal of Educational Computing Research, Vol. 49, No. 3, 2013, pp. 327-343.
[18] T. M. Miangah, A. Nezarat, Mobile-assisted Language Learning, International Journal of Parallel Emergent and Distributed Systems, Vol. 3, No. 1, 2012, pp. 309-319.
[19] C. O’Malley, G. Vavoula, J. Glew, J. Taylor, M. Sharples, P. Lefrere, Guidelines for Learning/ Teaching/Tutoring in a Mobile Environment, Mobilearn Project Deliverable, 2003.
[20] F. R. Aguilar, Podcasting for Language Learning Through iTunes U: the Learner’s View, Language Learning and Technology, Vol. 17, 2013, pp. 74-93.
[21] P. Harris, Going Mobile, American Society for Training and Development (ASTD) Magazine All about E-learning, 2001.
[22] J. Attwell, Mobile Learning: Reaching Hard-to-reach Learners and Bridging the Digital Device, Methods and Technologies for Learning, Southampton: WIT Press, 2005, pp. 361-365.
[23] E. Ecem, E. Mithat, Perceptions of EFL Learners about Using Mobile Applications for English Language Learning: A Case Study, International Journal of Language Academy, Vol. 5, No. 5, 2017, pp. 175-193.
[24] T. Franklin, Mobile learning: At the Tipping Point, Turkish Online Journal of Educational Technology, Vol. 10, No. 4, 2011, pp. 261-275.
[25] C. Quinn, Mlearning: Mobile, Wireless, In-your-pocket Learning, Line Zine Magazine, 2000.
[26] H. Koike, K. Akama, M. Chiba, T. Ishikawa, K. Miura, Developing an E-learning System Which Enhances Students’ Academic Motivation, ACM Special Interest Group on University and College Computing Services (SIGUCCS) Fall 2005 Conference, Norfolk, Virginia, 2005, pp. 147-150.
[27] Q. Li, Mobile Enhanced Learning: Application Model and Practice, 2008 International Conference on Computer Science and Software Engineering, 2008, pp. 694-697.
[28] M. Sharples, J. Taylor, G. Vavoula, Towards a Theory of Mobile Learning, Proceedings of Learn, Vol. 1, No. 1, 2005, pp. 1-9.
[29] J. Lundin, M. Magnusson, Collaborative Learning in Mobile Work, Journal of Computer Assisted Learning, Vol. 19, 2003, pp. 273-283.
[30] M. Milrad, J. Perez, U. Hoppe, C-notes: Designing a Mobile and Wireless Application to Support Collaborative Knowledge Building, Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education, Los Alamitos, California, 2002, pp. 117-120.
[31] R. G. Jones, Smartphones and Language Learning, Language Learning and Technology, Vol. 21, No. 2, 2017, pp. 3-17.
[32] A. K. Hulme, Language as a Bridge Connecting Formal and Informal Language Learning through Mobile Devices, In L. H. Wong, M. M. M, Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity, Springer, Singapore, 2015, pp. 281-294.
[33] G. Duman, N. Gedik, G. Orhon, Research Trends in Mobile Assisted Language Learning from 2000 to 2012, ReCALL, Vol. 27, No. 2, 2015, pp. 197-216.
[34] K. Thomas, M. A. Muñoz, Hold the Phone! High School Students' Perceptions of Mobile Phone Integration in the Classroom, American Secondary Education, Vol. 44, No. 3, 2016, pp. 19.
[35] J. Traxler, Learning in a Mobile Age, International Journal of Mobile and Blended Learning, Vol. 1, No. 1, 2009, pp. 1-12.
[36] L. Butgereit, A. Botha, The Noisy Way to Practice Spelling Vocabulary Using a Cell Phone, P. Cunningham, M. Cunningham (Eds.), IST-Africa 2009 Conference Proceedings, Kampala, Uganda: International Information Management Corporation, 2009, pp. 1-7.
[37] V. V. Loc, T. V. Linh, EFL Teachers’ Attitudes Towards the Use of Mobile Devices in Learning English at a University in Vietnam, Arab World English Journal (AWEJ), Vol. 11, No. 1, 2020, pp. 114-123.
[38] Z. Hussein, Leading to Intention: the Role of Attitude in Relation to Technology Acceptance Model in E-learning, Procedia Computer Science, Vol. 105, 2017, pp. 159-164, https://org.doi/10.1016/j.procs.2017.01.196.
[39] Y. Liu, H. Li, C. Carlsson, Factors Driving the Adoption of M-learning: an Empirical Study, Computers and Education, Vol. 55, No. 3, 2010, pp. 1211-1219.
[40] T. V. K. Ngo, G. Gim, Factors Influencing Mobile-learning Adoption Intention: an Empirical Investigation in High Education, Journal of Social Sciences, Vol. 10, No. 2, 2014, pp. 51-62, https://org.doi/10.3844/jsssp.2014.51.62.
[41] H. Hamidi, A. Chavoshi, Analysis of the Essential Factors for the Adoption of Mobile Learning in Higher Education: a Case Study of Students of the University of Technology, Telematics and Informatics, Vol. 35, No. 4, 2018, pp. 1053-1070, https://org.doi/10.1016/j.tele.2017.09.016.
[42] F. D. Davis, Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology, MIS Quarterly, University of Minessota, Vol. 13, No. 3, 1989.
[43] M. Y. Chuttur, Overview of the Technology Acceptance Model: Origins, Developments and Future Directions, Sprouts: Working Papers on Information Systems, Vol. 9, No. 37, 2009, pp. 9-37.
[44] R. H. Shroff, C. J. Keyes, A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning, Journal of Information Technology Education: Research, Vol. 16, 2017, pp. 143-168.
[45] I. S. P. Nation, N. Jonathan, Teaching ESL/EFL Listening and Speaking, UK: Routledge, 2009.
[46] H. Elkhafaifi, Listening Comprehension and Anxiety in the Arabic Language Classroom, Modern Language Journal, Vol. 89, No. 2, 2005, pp. 206-220.
[47] C. C. Kao, EFL Listening Comprehension Strategies Used by Students at the Southern Taiwan University of Technology, University of South Dakota, 2006.
[48] A. S. Azar, N. Hassan, Learners’ Attitudes Toward the Effectiveness of Mobile Assisted Language Learning (MALL) in L2 Listening Comprehension, Procedia - Social and Behaviroal Sciences 98, 2014, pp. 1836-1843,
https://org.doi/10.1016/j.sbspro.2014.03.613.
[49] T. Read, A. K. Hulme, The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation, Journal of University Computer Science, Vol. 21, No. 10, 2015, pp. 1327-1338.
[50] P. T. Tra, Mobile-assisted Language Learning in a University Context in Vietnam: Students’ Attitudes, VNU Journal of Foreign Studies, Vol. 36, No. 1, 2020, pp. 103-116, https://doi.org/10.25073/2525-2445/vnufs.4502.
[51] G. Stockwell, Investigating Learner Preparedness for and Usage Patterns of Mobile Learning, ReCALL, Vol. 20, No. 3, 2008, pp. 253-270.
[52] V. V. Loc, N. N. Vu, T. V. Linh, EFL Students’ Attitudes Towards the Ease of Use Mobile Technology to Learn English at a University Vietnam, 18th International Conference of the Asia Association of Computer-assisted Language Learning (Asia CALL-2-2021), Vol. 621, 2021, pp. 291-298.
[53] H. Oz, An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning, English Language Teaching, Vol. 8, No. 2, 2015, pp. 22-34.
[54] K. Saidounim, A. Bahloul, Teachers and Students’ Attitudes Towards Using Mobile-assisted Language Learning in Higher Education, Arab World English Journal (AWEJ), Vol. 3, 2016, pp. 123-140.
[55] L. Zheng, X. Li, F. Chen, Effects of a Mobile Self-regulated Learning Approach on Students’ Learning Achievements and Self-regulated Learning Skills, Innovations in Education and Teaching International, Vol. 55, No. 6, 2018, pp. 616-624.
[56] H. Korkmaz, The Effectiveness of Mobile Assisted Language Learning as a Supplementary Material for English Language Teaching Course Books, University of Ankara, 2010.
[57] O. A. Yafei, M. E. Osman, Mobile Phone Apps: An Emerging E-platform for Vocabulary Learning and Retention, Journal of Applied Linguistics and Language Research, Vol. 3, No. 7, 2016, pp. 286-308.
[58] D. Maria, Using Information and Communication Technologies to Motivate Young Learners to Practice English as a Foreign Language in Cyprus, JALT CALL Journal, Vol. 11, No. 3, 2015, pp. 283-292, https://doi.org/10.29140/jaltcall.v11n3.198.
[59] M. Sharples, The Design of Personal Mobile Technologies for Lifelong Learning, Computer and Education, Vol. 34, No. 3, 2000, pp. 177-193.
[60] K. E. Valarmathi, Mobile Assisted Language Learning, Journal of Technology for ELT, Vol. 1, No. 2, 2011.
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