آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,469 |
| تعداد مقالات | 17,958 |
| تعداد مشاهده مقاله | 58,287,893 |
| تعداد دریافت فایل اصل مقاله | 19,747,767 |
Iraqi EFL Learners’ Preferences and Readiness for Mobile Learning in Higher Education during COVID-19 Pandemic | ||
| Journal of English Language Teaching and Learning | ||
| دوره 14، شماره 30، 2022، صفحه 351-365 اصل مقاله (956.86 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2022.51201.2486 | ||
| نویسندگان | ||
| Amir Mashhadi* 1؛ Abbas Al Suraifi1؛ Ahmed Kadhum Fahad2 | ||
| 1Department of English Language & Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran, | ||
| 2Department of English, College of Education, University of Thi-Qar, Iraq | ||
| چکیده | ||
| The expansion of mobile wireless technology into education in recent decades has offered an incredible opportunity to design learning differently and to enhance students' learning experiences that extend beyond the typical teacher-led classrooms. Following the outbreak of COVID-19 and the subsequent closure of educational institutions around the world, distance/mobile learning has become a widely accepted form of information and communication technology-enhanced education. Given the infancy of technology-enhanced education at Iraqi educational institutions, this study was conducted to determine how Iraqi EFL learners preferred information and communication technology-enhanced education and how ready they were to adopt mobile learning for English learning purposes in higher education. This study also examined whether there were any significant differences in the learners' preferences and readiness for mobile learning considering their gender. Methodological triangulation was undertaken using a questionnaire and semi-structured interviews with some Iraqi EFL learners at four public universities so as to seek the research objectives. Descriptive analysis was used to analyze the data from the questionnaire. The data of the interviews were then analyzed using thematic analysis to identify and report the common themes of the two coders of the interviews. The findings revealed a plethora of evidence indicating learners' positive attitudes towards using mobile learning as a viable medium for language learning purposes in intra- and extramural situations, as it expanded the boundaries of learning beyond the limitations of traditional pedantic educational settings. Besides, no significant differences were found in the preferences and readiness of Iraqi EFL learners considering their gender for the adoption of mobile learning in higher education, though females liked mobile learning better than males. | ||
| کلیدواژهها | ||
| Mobile Learning؛ EFL Learners؛ Preferences؛ Readiness؛ Higher Education؛ COVID-19 | ||
| مراجع | ||
|
AbdulRazak, N. S., & Ali, M. A. (2019). Challenges of Implementation E-Learning Platforms in Iraqi Universities. Engineering and Technology Journal, 37(4), 400-406. Al-Azawei, A., & Alowayr, A. (2020). Predicting the intention to use and hedonic motivation for mobile learning: A comparative study in two Middle Eastern countries. Technology in Society, 62, 101325. Alexander, B. (2004). Going Nomadic: Mobile learning in higher education, EDUCAUSE Review, 39(5), 28-35. Al-Mashaadani, M. A., & Al-Rawe, M. F. (2018). The future role of mobile learning and smartphones application in Iraqi private universities. Smart Learning Environment, 5(28), 1-11. Alrefaai, I. (2019). Exploring EFL Graduate Students’ Attitudes toward, and Use of, Mobile Phones in Language Learning. Arab World English Journal (AWEJ) Special Issue: The Dynamics of EFL in Saudi Arabia, 70-84 Ameen, N., & Willis, R. (2019). Towards closing the gender gap in Iraq: understanding gender differences in smartphone adoption and use. Information Technology for Development, 25(4), 660-685. Ameen, N., & Willis, R., & Abdullah, M.N. (2017). The use of e-learning by students in Iraqi universities: Potential and challenges. Proceedings of the 8th International Visible Conference on Educational Studies & Applied Linguistics, (pp. 369-381). Attewell, J. (2005). From research and development to mobile learning: Tools for education and training providers and their learners. Proceedings of the 4th World Conference on mLearning (pp. 1-6). Basoglu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9 (3), 1-7. Bingol, M. A. (2018). Student preferences for m-learning in higher education institutions. Journal of Education in Black Sea Region, 4(1), 35-43. Caldwell, M. (2018). Japanese university students’ perceptions on the use of ICT and mobile-learning in an EFL setting. Call-Ej, 19(2), 187-212. Cavus, N., & Ibrahim, D. (2009). M-learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40, 78–91. Chung, H. H., Chen, S. C., & Kuo, M. H. (2015). A study of EFL college students’ acceptance of mobile learning. Procedia-Social and Behavioral Sciences, 176, 333-339. 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), 183-194. Dashtestani, R. (2014). English as a foreign language-teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22. Dashti, F. A., & Aldashti, A. A. (2015). EFL college students' attitudes towards mobile learning. International Education Studies, 8(8), 13-20. Fraenkel, J. K., & Wallen, N. E. (Eds.). (2003). How to design and evaluate research in education. The McGraw-Hill Company, Inc. New York. Fujimoto, C. (2012). Perceptions of mobile language learning in Australia: How ready are learners to study on the move? The JALT CALL Journal, 8(3), 165-195. Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. University of Western Ontario. Hamza, H. A., & Saadalla, F. J. (2021). Using English language learning mobile applications among Iraqi EFL university learners. Review of International Geographical Education Online, 11(5), 3507-3516. Hayati, A., Jalilifar, A., & Mashhadi, A. (2013).Using short message service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66–81. Jebur, M. S. (2020). The use of mobile–assisted language learning (MALL) by Iraqi EFL college students' and their attitudes towards it. Journal of University of Babylon for Humanities, 28(2), 150-160. Kompf, M. (2005). Information and communications technology (ICT) and the seduction of knowledge, teaching, and learning: What lies ahead for education. Curriculum Inquiry, 35(2), 213-234. Krasulia, A., & Saks, K. (2020). Students’ perceptions towards mobile learning in an English as a foreign language class. Proceedings of 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 238-240). IEEE. Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. Kukulska-Hulme, Agnes (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. Leadbeater, C. (2004). Learning about Personalisation: how can we put the learner at the heart Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. Kukulska-Hulme & J. Traxler (Eds.), Mobile learning: A handbook for educators and trainers (pp. 76-83). London: Taylor and Francis. Lin, X., & Su, S. (2020). Chinese college students' attitude and intention of adopting mobile learning. International Journal of Education and Development using Information and Communication Technology, 16(2), 6-21. Mashhadi, A., & Khazaie, S. (2018). Familiar or unfamiliar context? Application of m-games in the blended module of L2 learning. In M. Rahimi (Ed.), Handbook of research on individual differences in computer-assisted language learning (pp. 223-250). Hershey: IGI Publication Mashhadi, A., Hayati, A., & Jalilifar, A. (2016). The impact of podcasts on English vocabulary development in a blended educational model. Applied Research on English Language, 5(2), 145-172. Masters, K. (2008). M-learning: How much of what has been diffused? A systematic literature. Proceedings of the EDMEDIA 2008-World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vienna, Austria. Monjezi, M., Mashhadi, A., & Maniati, M. (2021). COVID-19: Is it time you made the CALL?. CALL-EJ, 22(2), 56-72. Mussa, I. H., Sazalli, N. A. H., & Hassan, Z. (2022). Mobile learning by English literature students: the role of user satisfaction. Bulletin of Electrical Engineering and Informatics, 11(1), 550-557. Neuman, S. B. (2005). Television as a learning environment: A theory of synergy. In J. Flood, Parsons, D., & Ryu, H. (2006). A framework for assessing the quality of mobile learning. In R. Dawson, E. Georgiadou, P. Lincar, M. Ross & G. Staples (Eds.), Learning and Teaching Issues in Software Quality, Proceedings of the 11th International Conference for Process Improvement, Research and Education (17–27), Southampton, UK. Rahman, M. M. U (2020). EFL learners’ perceptions about the use of mobile learning during COVID-19. Journal of Southwest Jiaotong University, 55(5), 1-7. Sharples, M. (2006) Big issues in mobile learning. Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative, University of Nottingham, UK. Shudong, W., & Higgins, M. (2005). Limitations of mobile phone learning. Proceeding of International Workshop on Wireless and Mobile Technologies in Education, (pp. 179-181), IEEE Press. Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20, 365-383. Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning, ReCALL 20, 253-270. Tabor, S. (2016). Making mobile learning work: Student perceptions and implementation factors. Journal of Information Technology Education: Innovations in Practice, 15(1), 75-98. Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406. Thedpitak, A., & Somphong, M. (2021). Exploring Thai EFL learners’ attitudes toward the use of mobile applications for language learning. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 370-398. Thornton, P., & Houser, C. (2004). Using mobile phones in education. Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (pp. 3-10), Jungli, Taiwan. Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21, 217-228. Traxler, J. (2004). Mobile Learning- The Ethical and Legal Challenges. Rome: LSDA. Van Loc, V., Vu, N. N., & Linh, V. T. (2021, December). EFL students’ attitudes towards the ease of use mobile technology to learn English at a university in Vietnam. Proceedings of 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021) (pp. 291-298). Atlantis Press. Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers & Education, 69, 169-180. Winters, N. (2006). What is mobile learning? In M. Sharples (Ed.), Big issues in mobile learning: Report of a workshop by the kaleidoscope network of excellence mobile learning initiative (pp. 5–9). Nottingham: University of Nottingham. Yang, S. H. (2012). Exploring college students' attitudes and self-efficacy of mobile learning. Turkish Online Journal of Educational Technology-TOJET, 11(4), 148-154. Yurdagül, C., & Öz, S. (2018). Attitude towards mobile learning in English language education. Education Sciences, 8(142), 1-14. Zhonggen, Y., Ying, Z., Zhichun, Y., & Wentao, C. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341. Zou, B., & Yan, X. (2014). Chinese students' perceptions of using mobile devices for English learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 4(3), 20-33. | ||
|
آمار تعداد مشاهده مقاله: 729 تعداد دریافت فایل اصل مقاله: 663 |
||