تعداد نشریات | 23 |
تعداد شمارهها | 368 |
تعداد مقالات | 2,890 |
تعداد مشاهده مقاله | 2,566,171 |
تعداد دریافت فایل اصل مقاله | 1,821,835 |
Investigating the Impact of Multimedia and Mobile Applications in English Language Education | ||
Technology Assisted Language Education | ||
دوره 1، شماره 1، خرداد 2023، صفحه 54-72 اصل مقاله (271.62 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.22126/tale.2023.2945 | ||
نویسندگان | ||
Mohammed Younus Jasim* 1؛ Ahmed Rawdhan Salman2 | ||
1Assistant Professor of Al-Mustaqbal University, Iraq | ||
2Assistant Professor in Applied Linguistics, Al Mustaqbal University, Iraq. | ||
چکیده | ||
The integration of interactive technology and multimedia in language education has the potential to revolutionize the teaching of the English language. This research investigates the impact of interactive technology, including multimedia and mobile applications, on second language learning. While existing research has explored the use of interactive technology in language learning, there is a need for a comprehensive review that synthesizes the current evidence and addresses the gaps in the literature. This research seeks to fill this gap by thoroughly analyzing the benefits and challenges associated with technology integration in language education. The study will critically analyze current experiments and studies in this area to provide a comprehensive understanding of the benefits and challenges associated with technology integration in language learning. Furthermore, the research will discuss teaching strategies for English language instruction using interactive technology and identify the potential benefits of these approaches in enhancing students' reading, writing, listening, and speaking skills. The significance of this research lies in its potential to inform educators, researchers, and policymakers about the impact of interactive technology on second language learning. The findings of this research are expected to have implications for educators, researchers, and policymakers in the field of language education. This study aims to inform the development of practical language education practices that integrate technology in a meaningful and impactful manner. It also seeks to provide insights that can guide the implementation of technology-enhanced language learning programs. | ||
کلیدواژهها | ||
Mobile phone use؛ academic use؛ entertainment؛ mental-behavioral functioning | ||
مراجع | ||
Ahmadi, M. (2018). The use of technology in English language learning: a literature review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115
Alghasab, M., Al-Fadley, A., & AlAdwani, A. (2020). Factors affecting technology integration in EFL classrooms: the case of Kuwaiti government primary schools. Journal of Education and Learning, 9(4), 10. https://doi.org/10.5539/jel.v9n4p10
Alizadeh, M. and Cowie, N. (2022). Language learning and virtual reality: a scoping review. ASCILITE Publications, e22258. https://doi.org/10.14742/apubs.2022.258
Allely, C. S. (2019). Understanding and recognizing the female phenotype of autism spectrum disorder and the “camouflage” hypothesis: a systematic prisma review. Advances in Autism, 5(1), 14-37. https://doi.org/10.1108/aia-09-2018-0036
Alméida, J. S. and Filho, M. (2019). Triaxiality can explain the alleged dark matter deficiency in some dwarf galaxies. Research Notes of the AAS, 3(12), 191. https://doi.org/10.3847/2515-5172/ab6202
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21-34. https://doi.org/10.20472/te.2015.3.3.002
Alsaadat, K. (2018). Mobile learning technologies. International Journal of Advances in Applied Sciences, 7(3), 298. https://doi.org/10.11591/ijaas.v7.i3.pp298-302
Andrei, E. (2016). Technology in teaching English language learners: the case of three middle school teachers. TESOL Journal, 8(2), 409–431. https://doi.org/10.1002/tesj.280
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language learning (mall) in English as a second language (ESL) learning among vocational college students. Creative Education, 09(01), 84-98. https://doi.org/10.4236/ce.2018.91008
Barjesteh, H., Movafaghardestani, E., & Modaberi, A. (2020). COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge. Asian Education and Development Studies, 11(1), 172-187. https://doi.org/10.1108/aeds-05-2020-0111
Barzani, S. H. H., Aslam, M., & Aslam, T. (2021). The role of technology in all classes in the Turkish Republic of Northern Cyprus. International Journal of Language Education, 5(2), 30. https://doi.org/10.26858/ijole.v5i2.14109
Bekele, M. K. and Champion, E. (2019). A comparison of immersive realities and interaction methods: cultural learning in virtual heritage. Frontiers in Robotics and AI, 6. https://doi.org/10.3389/frobt.2019.00091
Brown, A., Patel, R., Edmister, K., Gemberling, T., Griffin, E., Kuehn, S., … & Sunderland, S. (2022). An innovative approach to remote electronic health onboarding record education amid a global pandemic. CIN: Computers, Informatics, Nursing, 40(10), 711–717. https://doi.org/10.1097/cin.0000000000000912
Brown, M. (2013). Mathematics, secondary students with disabilities, and web 2.0 technologies. Intervention in School and Clinic, 49(1), 54–58. https://doi.org/10.1177/1053451213480032
Byram, M. (2020). Teaching and assessing intercultural communicative competence. https://doi.org/10.21832/byram0244
Cai, J., Wang, R., Wang, C., Ye, X., & Li, X. (2021). The influence of learners’ cognitive style and testing environment supported by virtual reality on English-speaking learning achievement. Sustainability, 13(21), 11751. https://doi.org/10.3390/su132111751
Caudill, J. (2007). The growth of m-learning and the growth of mobile computing: parallel developments. The International Review of Research in Open and Distributed Learning, 8(2). https://doi.org/10.19173/irrodl.v8i2.348
Chang, C. C., Yan, C. F., & Tseng, J. S. (2012). Perceived convenience in an extended technology acceptance model: mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28(5). https://doi.org/10.14742/ajet.818
Chen, B., Wang, Y., & Wang, L. (2022). The effects of virtual reality-assisted language learning: a meta-analysis. Sustainability, 14(6), 3147. https://doi.org/10.3390/su14063147
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 65–75. https://doi.org/10.3200/joer.102.1.65-75
Chen, Y. (2015). The impact of technology-integrated instruction on elementary students’ language learning motivation and performance. Journal of Literature and Art Studies, 5(8). https://doi.org/10.17265/2159-5836/2015.08.013
Chester, V. (2019). Autistic women and girls: increasingly recognized, researched, and served. Advances in Autism, 5(3), 141–142. https://doi.org/10.1108/aia-07-2019-052
Chiang, F., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2015). Research and trends in mobile learning from 1976 to 2013: a content analysis of patents in selected databases. British Journal of Educational Technology, 47(6), 1006-1019. https://doi.org/10.1111/bjet.12311
Cho, K., Lee, S., Joo, M., & Becker, B. J. (2018). The effects of mobile devices on student achievement in language learning: a meta-analysis. Education Sciences, 8(3), 105. https://doi.org/10.3390/educsci8030105
Chun, D. M., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), pp. 64–80. https://doi.org/10.1111/modl.12302
Costa, R. S., Medrano, M. M., Ostáriz, P. L., & Moreno-Guerrero, A. (2020). How to teach pre-service teachers to make a didactic program? The collaborative learning associated with mobile devices. Sustainability, 12(9), 3755. https://doi.org/10.3390/su12093755
Crompton, H. & Burke, D. (2015). Research trends in the use of mobile learning in mathematics. International Journal of Mobile and Blended Learning, 7(4), 1–15. https://doi.org/10.4018/ijmbl.2015100101
Dalgarno, B. and Lee, M. J. W. (2009). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Dashtestani, R. (2015). Moving bravely towards mobile learning: Iranian students use mobile devices to learn English as a foreign language. Computer Assisted Language Learning, 29(4), 815–832. https://doi.org/10.1080/09588221.2015.1069360
Dedeilia, A., Sotiropoulos, M. G., Hanrahan, J., Janga, D., Dedeilias, P., & Sideris, M. (2020). Medical and surgical education challenges and innovations in the COVID-19 era: a systematic review. In Vivo, 34(3 suppl), 1603-1611. https://doi.org/10.21873/invivo.11950
DeVries, J. M., Szardenings, C., Doebler, P., & Gebhardt, M. (2020). Individualized assignments, group work, and discussions: how they interact with class size, low socioeconomic status, and second language learners. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00065
Etwire, P. M., Buah, S. S. J., Ouédraogo, M., Zougmoré, R. B., Partey, S. T., Martey, E., … & Bayala, J. (2017). An assessment of mobile phone-based dissemination of weather and market information in the upper west region of Ghana. Agriculture &Amp; Food Security, 6(1). https://doi.org/10.1186/s40066-016-0088-y
Fisher, G. (2017). Pure pedagogy: educational tools to maintain student interest and engagement in language courses. Revista Comunicación, 26(1-17), 5-13. https://doi.org/10.18845/rc.v26i1-17.3319
Han, W. Z. (2018). Fundamentals of financial accounting course multimedia teaching system based on Dokeos and Bigbluebutton. International Journal of Emerging Technologies in Learning (iJET), 13(05), 141. https://doi.org/10.3991/ijet.v13i05.8433
Hanif, N. and Sajid, M. (2020). The usefulness of WhatsApp in English language learning among undergraduate students: a perception study. Journal of Communication and Cultural Trends, 1(2), 27-42. https://doi.org/10.32350/jcct.12.03
Harmanto, M. D. (2021). The influence of malls on enhancing students’ literacy skills. Premise: Journal of English Education, 10(1), 88. https://doi.org/10.24127/pj.v10i1.3566
Hayashi, H., Oda, Y., Birch, A., Konstas, I., Finch, A., Luong, M., … & Sudoh, K. (2019). Findings of the third workshop on neural generation and translation. Proceedings of the 3rd Workshop on Neural Generation and Translation. https://doi.org/10.18653/v1/d19-5601
Hayat, M. F., Ahmad, S., & Ullah, M. K. (2021). Impact of mobile phone use on students’ moral and learning behavior at higher secondary school level. International Research Journal of Education and Innovation, 2(2), 356-368. https://doi.org/10.53575/irjei.36-v2.2(21)356-368
Hazaea, A. N. and Alzubi, A. A. F. (2018). Impact of mobile assisted language learning on learner autonomy in EFL reading context. Journal of Language and Education, 4(2), 48-58. https://doi.org/10.17323/2411-7390-2018-4-2-48-58
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639
Kacetl, J. and Klímová, B. (2019). Use of smartphone applications in English language learning—a challenge for foreign language education. Education Sciences, 9(3), 179. https://doi.org/10.3390/educsci9030179
Keezhatta, M. S. and Omar, A. (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. https://doi.org/10.5539/ijel.v9n1p437
Kew, S. (2021). Japanese students’ English language learning experience through computer game-based student response systems. Turkish Journal of Computer and Mathematics Education (Turcomat), 12(3), 1993-1998. https://doi.org/10.17762/turcomat.v12i3.1036
Klemm, P., Kleyer, A., Tascilar, K., Schuster, L., Meinderink, T., Steiger, F., … & Simón, D. (2021). A virtual reality–based app on educating health care professionals and medical students about inflammatory arthritis: a feasibility study. JMIR Serious Games, 9(2), e23835. https://doi.org/10.2196/23835
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (tpack)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Kruchinin, S. V. & Bagrova, E. V. (2021). Quality of mobile apps for language learning. SHS Web of Conferences, 93, 01009. https://doi.org/10.1051/shsconf/20219301009
Lahti, M., Haapaniemi-Kahala, H., & Salminen, L. (2017). Use of social media by nurse educator students: an exploratory survey. The Open Nursing Journal, 11(1), 26-33. https://doi.org/10.2174/1874434601711010026
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as a foreign language learners’ vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, p. 13. https://doi.org/10.3389/fpsyg.2022.872922
Lou, Y. & Xu, P. (2015). Integrating internet-based language laboratory in teaching intensive reading to non-English majors at the graduate level. Creative Education, 06(14), 1610–1615. https://doi.org/10.4236/ce.2015.614162
Marić, S. (2019). The educational role of language in experiences with virtual reality. Educational Role of Language Journal, 2019-1(1), 47–59. https://doi.org/10.36534/erlj.2019.01.05
Markowitz, D. M., Laha, R., Perone, B., Pea, R., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02364
McSpadden, E. (2018). An educational paradigm in the midst of shifting: students’ and professors’ attitudes toward classroom technology. Journal of Teaching and Learning With Technology, 7(1), 59–69. https://doi.org/10.14434/jotlt.v7i1.23368
Mihaylova, M., Gorin, S., Reber, T. P., & Rothen, N. (2020). A meta-analysis on mobile-assisted language learning applications: benefits and risks.. https://doi.org/10.31219/osf.io/ux93y
Mtenzi, F. (2016). A new educational mobile devices platform for social inclusion in Tanzania. International Journal of ICT Research in Africa and the Middle East, 5(2), 49–58. https://doi.org/10.4018/ijictrame.2016070105
Mundo, H. J. C. D. (2022). 21st century digital skills, technology integration in instruction and challenges encountered by senior high school teachers in Muntinlupa National High School. International Journal of Multidisciplinary Research and Analysis, 05(05). https://doi.org/10.47191/ijmra/v5-i5-35
Mustaffa, N. U. C. & Sailin, S. N. (2022). A systematic review of mobile-assisted language learning research trends and practices in Malaysia. International Journal of Interactive Mobile Technologies (iJIM), 16(05), 169–198. https://doi.org/10.3991/ijim.v16i05.28129
Parmaxi, A. & Demetriou, A. A. (2020). Augmented reality in language learning: a state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486
Patong, J. and Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241
Pobegaylov, O. (2021). Digital education facing COVID-19 pandemic: technological university experience. E3S Web of Conferences, p. 273, 08090. https://doi.org/10.1051/e3sconf/202127308090
Putko, J., Alméida, J. S., Muñoz–Tuñón, C., Ramos, A. A., Elmegreen, B. G., & Elmegreen, D. M. (2019). Inferring the 3d shapes of extremely metal-poor galaxies from sets of projected shapes. The Astrophysical Journal, 883(1), 10. https://doi.org/10.3847/1538-4357/ab365a
Qian, K. and Tang, J. (2020). Researching mobile-assisted English language learning among adult distance learners in China. Mobile Devices in Education, 180-209. https://doi.org/10.4018/978-1-7998-1757-4.ch012
Quan, Z. (2016). Introducing "mobile ddl (data-driven learning)" for vocabulary learning: an experiment for academic English. Journal of Computers in Education, 3(3), 273–287. https://doi.org/10.1007/s40692-016-0067-0
Rao, N., Paul, A., Verma, A., Prajapati, D., Chauhan, K., Yadav, M., … & Yadav, S. (2021). A descriptive study to assess the impact of mobile phone usage on human behaviour among undergraduate students of Lucknow. Young Nurses Journal of Research, 01(02), 15-20. https://doi.org/10.53926/ynjr/0008
Refat, N., Hafizoah, K., Rahman, A., & Razali, R. (2020). Measuring student motivation on the use of a mobile-assisted grammar learning tool. Plos One, 15(8), e0236862. https://doi.org/10.1371/journal.pone.0236862
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: a retrospective. The Modern Language Journal, 85(1), 39-56. https://doi.org/10.1111/0026-7902.00096
Shadiev, R. & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Singh, R. (2019). Students’ perspectives on technology integration in ELT. Journal of NELTA, 24(1-2), 95-106. https://doi.org/10.3126/nelta.v24i1-2.27682
Stroeva, O., Zviagintceva, Y. A., Tokmakova, E. N., Petrukhina, E. V., & Polyakova, O. V. (2019). Application of remote technologies in education. International Journal of Educational Management, 33(3), 503-510. https://doi.org/10.1108/ijem-08-2018-0251
Su, Y., Cheng, H., & Lai, C. (2022). Study of virtual reality immersive technology enhanced mathematics geometry learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.760418
Suartama, I. K., Setyosari, P., Sulthoni, S., & Ulfa, S. (2019). Development of an instructional design model for mobile blended learning in higher education. International Journal of Emerging Technologies in Learning (iJET), 14(16), 4. https://doi.org/10.3991/ijet.v14i16.10633
Sudiatama, Dehghani, S., & Zamorano, A. (2023). The efficacy of mobile-assisted language learning in improving learners’ reading skills in relation to metacognitive strategy. Journal of Language and Literature Studies, 3(1), 53-66. https://doi.org/10.36312/jolls.v3i1.992
Thapa, K., Pokharel, R., Sigdel, R., & Rimal, S. P. (2018). The pattern of mobile phone use among students of an institution. Journal of Nepal Medical Association, 56(209), 522-526. https://doi.org/10.31729/jnma.3442
Tra, P. T. (2020). Mobile-assisted language learning in a university context in Vietnam: students’ attitudes. VNU Journal of Foreign Studies, 36(1). https://doi.org/10.25073/2525-2445/vnufs.4502
Trujillo, I., Beasley, M. A., Borlaff, A., Carrasco, E. R., Cintio, A. D., Filho, M., … & Vazdekis, A. (2019). A distance of 13 mpc resolves the claimed anomalies of the galaxy lacking dark matter. Monthly Notices of the Royal Astronomical Society, 486(1), 1192-1219. https://doi.org/10.1093/mnras/stz771
Turmuzi, M., Suharta, I. G. P., Astawa, I. W. P., & Suparta, I. N. (2023). Mapping of mobile learning research directions and trends in Scopus-indexed journals: a bibliometric analysis. International Journal of Interactive Mobile Technologies (iJIM), 17(03), 39-69.
Uther, M. (2019). Mobile learning—trends and practices. Education Sciences, 9(1), 33. https://doi.org/10.3390/educsci9010033
Wang, D., Xiao, Z., Wang, B., & Lin, J. (2022). P‐2.1: Application of virtual reality in primary school English teaching. SID Symposium Digest of Technical Papers, 53(S1), 625-625. https://doi.org/10.1002/sdtp.16044
Wang, Y., Wu, M., & Wang, H. Y. (2008). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. https://doi.org/10.1111/j.1467-8535.2007.00809.x
Widyana, A., Jerusalem, M. I., & Yumechas, B. (2022). The application of text-to-speech technology in language learning. Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 85-92. https://doi.org/10.2991/978-2-494069-91-6_14
Yang, Y. (2022). An evaluation of popular vocabulary learning mobile applications in China and their implications for language learning. World Journal of Educational Research, 9(1), p47. https://doi.org/10.22158/wjer.v9n1p47
Yang, Y. (2022). Analysis of mobile phone dependence among students in higher vocational institutions. SHS Web of Conferences,148, 02027. https://doi.org/10.1051/shsconf/202214802027
Yu, W. & Du, X. (2019). Implementation of a blended learning model in content-based EFL curriculum. International Journal of Emerging Technologies in Learning (iJET), 14(05), 188. https://doi.org/10.3991/ijet.v14i05.8546
Yu, X. (2022). The English as a foreign language learners’ psychological and emotional perceptions on technology integration in language classrooms. Frontiers in Psychology, p. 13. https://doi.org/10.3389/fpsyg.2022.906750
Yudhiantara, R. A. and Nasir, I. A. (2017). Toward mobile-assisted language learning (mall): reaping mobile phone benefits in classroom activities. Register Journal, 10(1), 12. https://doi.org/10.18326/rgt.v10i1.12-28
Yurdagül, C. and Öz, S. (2018). Attitude towards mobile learning in English language education. Education Sciences, 8(3), 142. https://doi.org/10.3390/educsci8030142
Zhao, Y. (2013). Recent developments in technology and language learning. CALICO Journal, 21(1), 7–27. https://doi.org/10.1558/cj.v21i1.7-27 | ||
آمار تعداد مشاهده مقاله: 148 تعداد دریافت فایل اصل مقاله: 199 |