HomePsychology and Education: A Multidisciplinary Journalvol. 12 no. 10 (2023)

Distance Learners Toward Mobile-Assisted Language Learning: Basis for Gamified and Mobile English Learning Development

Gerwin Sagun

Discipline: Education

 

Abstract:

As the educational institutions adopted modular distance learning as the immediate response to the lockdown policy by the Philippine government, the integration of mobile technology into learning has been initiated by the teachers to support students in the newly implemented learning delivery. Numerous studies have been researched regarding the technological intervention to pedagogy, however, studies focusing on English language learning were not enough. Most studies were conducted in international context in which author believes that result may be differed if applied in Philippine educational context. The focus of this research is to further explore the experiences and attitude of distance learners in using MALL in English language learning. Sto. Domingo National Trade School was chosen as locale of this research, where 100 Grade 7 MALL users were selected to be the respondents using purposive sampling method. This study employed descriptive research design in which printed and digital questionnaire survey were distributed. Results reveal that learners have facilitating condition to access mobile-assisted learning tool. They tend to use smartphones over other gadgets in which they spend 4 to 6 hours in mobile browsing including accessing social media platforms. Statistical results emphasized positive responses to perceived usefulness, perceived ease of use, attitudes, and behavioral intentions of use, describing positive effect of MALL in modular distance learning. Based on the findings, this study recommends for the policy makers and implementors to create mobile-assisted language learning intervention program or policy to sustain the evolving needs of learners inside and outside the classroom set- up. Additionally, a crafted intervention program made by the researcher is recommended for use.



References:

  1. c Bayucca,“Challenges Encountered and Technical Assistance Needed by Parents and Learners Utilizing Modular Distance Learning: Basis for a Proposed Support Program”, Journal of Humanities and Social Sciences3(3), 128-135.
  2. Charness N., B. W. (2016). Handbook of the Psychology of Aging (Eight ed.). Academic Press. doi: https://doi.org/10.1016/B978-0-12-411469-2.00020-0
  3. Constantino, R. M., Tibayan, C. A. J., Quizon, S. C. C., & Simangan, R. V. (2020). Challenges encountered by parents in the education of their children during COVID-19 pandemic. International Journal of Advanced
  4. Engineering, Management and Science6(12), 562-564.
  5. Cortez, M. K. M. (2021). Results-based analysis of students’ academic performance in English under distance learning. EPRA International Journal of Research and Development (IJRD)
  6. Czerska-Andrzejewska, D. (2016). Mobile assisted language learning. Zeszyty Glottodydaktyczne, (6), 43-52.
  7. Dargo, J., & Dimas, M. (2021). Modular distance learning: Its effect in the academic performance of learners in the new normal. Journal of Education, Teaching and Learning6(2), 204-208.
  8. Dede, C. J. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of research on Computing in Education22(3), 247-264.
  9. DepEd Order No. 012, s. 2020. Adoption of the basic education learning continuity plan for school year 2020-2021 in the light of the covid-19 public health emergency. https://www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pdf
  10. Divya, M., & Mekala, D. (2016). The impact of modular approach – teaching/ learning process of second language. International Journal of English and Education
  11. Dubey, P., & Pandey, D. (2020). Distance learning in higher education during pandemic: challenges and opportunities. Int. J. Ind. Psychol8(2), 43-46.
  12. Ezzelden, I. M. I. (2019). Mobile learning for English language learning: Benefits and challenges. European Journal of Open Education and E-learning Studies.
  13. Ghani, M. T. A., Hamzah, M., Ramli, S., Ab, W., Daud, A. W., Romli, T. R. M., & Mokhtar, N. N. M. (2019). A questionnaire-based approach on technology acceptance model for mobile digital game-based learning. Journal of Global Business and Social Entrepreneurship (GBSE), 5(14), 11-21.
  14. Gonzales, K. P. J. (2020). Rising from COVID-19: Private schools’ readiness and response amidst a global pandemic. IOER International Multidisciplinary Research Journal2(2), 81-90.
  15. Grant, M. M. (2019). Difficulties in defining mobile learning: Analysis, design characteristics, and implications. Educational Technology Research and Development67(2), 361-388.
  16. Gurajena, C., Mbunge, E., & Fashoto, S. (2021). Teaching and Learning in the new normal: opportunities and challenges of Distance Learning amid COVID-19 pandemic. Available at SSRN 3765509.
  17. Habib S, Haider A, Suleman SSM, Akmal S, Khan MA. (2022). Mobile Assisted Language Learning: Evaluation of Accessibility, Adoption, and Perceived Outcome among Students of Higher Education. Electronics, 11(7):1113. https://doi.org/10.3390/electronics11071113
  18. Haron, H., Al Abri, A., & Alotaibi, N. (2021). The Use of WhatsApp in Teaching and Learning English during COVID-19: Students' Perception and Acceptance. International Journal of Innovation, Creativity and Change15(3), 1014-1033.
  19. Hidayati, T., & Husna, F. (2020). Learning English from Home during the COVID-19: Investigating Learners’ Experience for Online and Autonomous Learning. Langkawi: Journal of The Association for Arabic and English6(2), 202-217.
  20. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
  21. Insorio, A. O., & Macandog, D. M. (2022). Video lessons via YouTube channel as mathematics interventions in modular distance learning. Contemporary Mathematics and Science Education3(1), ep22001.
  22. Insorio, A. O., & Olivarez, J. A. (2021). Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning. International Journal of Professional Development, Learners and Learning3(1).
  23. Javier, R. M. B. (2021). Vodcasting: A Tool to Aid Modular Learning in English. Chief Editor84.
  24. Kang, T. (2021). The Effect of Using Technology in L2 Listening: A Meta-Analysis of Studies From 1980 to 2020. In Design Solutions for Adaptive Hypermedia Listening Software (pp. 1-30). IGI Global.
  25. Kamasak, R., Özbilgin, M., Atay, D., & Kar, A. (2021). The effectiveness of mobile-assisted language learning (MALL): A review of the extant literature. Handbook of research on determining the reliability of online assessment and distance learning, 194-212.
  26. Katemba, C. (2021). Enhancing vocabulary performance through mobile assisted language learning at a rural school in Indonesia. Enhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia6(1).
  27. Kim, G. M., & Lee, S. J. (2016). Korean students' intentions to use mobile-assisted language learning: Applying the technology acceptance model. International Journal of Contents, 12(3), 47-53.
  28. Klopfer, E., Squire, K., & Jenkins, H. (2002, August). Environmental detectives: PDAs as a window into a virtual simulated world. In Proceedings. IEEE international workshop on wireless and mobile technologies in education (pp. 95-98). IEEE.
  29. Kolegova, I. A., & Levina, I. A. (2022). The impact of modular learning of English for specific purposes on students’ satisfaction of education process. Bulletin of the South Ural State University series: Education. Educational Sciences, 14(1), 31-39.
  30. Krull, G., & Duart, J. M. (2017). Research trends in mobile learning in higher education: A systematic review of articles (2011–2015). International Review of Research in Open and Distributed Learning18(7).
  31. Kumar, B. A., & Mohite, P. (2018). Usability of mobile learning applications: a systematic literature review. Journal of Computers in Education5(1), 1-17.
  32. Leis, A., Tohei, A., & Cooke, S. D. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(3), 75-88.
  33. Lin, Z., Abdullah, A. N., & Samad, A. (2020) A. Exploring Chinese EFL Teachers’ Acceptance of Mobile-Assisted Language Learning (MALL).
  34. Maarouf, S. (2022). Students' Attitudes Towards Using Smart phones in English Language Learning During the Spread of COVID-19. A Field Study in the Secondary Schools in Lattakia Governorate. Association of Arab Universities Journal for Education and Psychology19(4), 7.
  35. Martinez, M.D. (2020). Modular distance learning: How well does it bridge the gap? Instabright e-Gazette, 2(2), 1-4.
  36. Madrigal, H. B. (2022). Social media platforms (SMPS) as supplemental learning opportunities in English. Docens Series in Education2, 18-35.
  37. Mergany, N. N., Dafalla, A. E., & Awooda, E. (2021). Effect of mobile learning on academic achievement and attitude of Sudanese dental students: a preliminary study. BMC medical education21(1), 1-7.
  38. Miller, J., & Khera, O. (2010). Digital library adoption and the technology acceptance model: A cross‐country analysis. The Electronic Journal of Information Systems in Developing Countries, 40(1), 1-19.
  39. Montemayor, M. T. (2020). Education goes on amid COVID-19 thru DepEd’s continuity plan.
  40. Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon7(8), e07853.
  41. Mussa, I. H. (2020). Mobile Learning adoption in the Middle East: Limitations, Challenges and Features of the Mobile Devices. Int. J. Contemp. Manag. Inf. Technol1(1), 30-36.
  42. Mutiaraningrum, I., & Nugroho, A. (2021). Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia. JEES (Journal of English Educators Society)6(1).
  43. Nariyati, N. P. L., & Pratiwi, N. P. A. (2020). EFL Pre-Service Teachers' Perception toward the Use of Mobile Assisted Language Learning in Teaching English. International Journal of Language Education, 4(1), 38-47.
  44. Naeini.H. & BalaKrishnam,. (2012). Usage Pattern, Perceived Usefulness and Ease of Use of Computer Games among Malaysian Elementary School Students. Research Journal of Applied Sciences, Engineering and Technology. 4. 5285-5297.
  45. Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., ... & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International journal of surgery78, 185-193.
  46. Nihayati, A., & Indriani, L. (2021). EFL Students’perspective on Whatsapp as Media of Online Teaching and Learning in Covid-19 Pandemic. Journal of Research on Language Education2(1), 44-52.
  47. Nuraeni, C. (2021). Maximizing mobile-assisted language learning (MALL) amid Covid-19 pandemic: Teachers’ perception. Metathesis: Journal of English Language, Literature, and Teaching5(1), 11-18.
  48. Olivo, M. G. (2021). Parents’ Perception on Printed Modular Distance Learning in Canarem Elementary School: Basis for Proposed Action Plan. International Journal of Multidisciplinary: Applied Business and Education Research2(4), 296-309.
  49. Oranggaga, S. D. (2022). Challenges and Prospects in Teaching Grammar using the Modular Distance Learning in Marawi City, Philippines. International Journal of Linguistics Studies2(1), 40-44
  50. Ortiz, B. I. L., & Luna, M. J. (2019). Mobile-Assisted Language Learning from Language Instructors' Perspectives. Advancing Mobile Learning in Contemporary Educational Spaces, 60-87.
  51. Pandey. A. (2018) Top 5 Benefits of Mobile Learning. EIDesign. //www.eidesign.net/top-5-benefitsmobile-learning/
  52. Qazi, A., Qazi, J., Naseer, K., Zeeshan, M., Qazi, S., Abayomi-Alli, O., ... & Haruna, K. (2021). Adaption of distance learning to continue the academic year amid COVID-19 lockdown. Children and Youth Services Review126, 106038.
  53. Ramos, A. G. L. Enhancing English vocabulary through digital learning applications. Chief Editor84.
  54. Sari, N., & Sulistyo, T. (2022). EFL Teachers’ perspectives on mobile-assisted language learning (MALL) resources for vocational high school students. Journey: Journal of English Language and Pedagogy5(1), 80-90.
  55. Sespene, M. N. A., Oyangoren, H. R., Narnola, R. M. A., & Picardal, M. T. (2021). Macro and Micro Context Factors in English Language Learning in Modular Distance Learning. Recoletos Multidisciplinary Research Journal9(2).
  56. Siedlecki, S. (2020). Understanding Descriptive Research Designs and Methods, Clinical Nurse Specialist: 1/2 2020 - Volume 34 - Issue 1 - p 8-12 doi: 10.1097/NUR.0000000000000493
  57. Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The acceptance of mobile assisted language learning
  58. (MALL) among post graduate ESL students in UKM. Procedia-Social and Behavioral Sciences, 118, 457-462.
  59. Solieva, M. A. (2020). Features of the implementation of modular teaching English to students of a technical university. Theoretical & Applied Science, (5), 122-125.
  60. Sutrisna, I. P. E., Lagatama, P., & Dane, N. (2020). The Efficacy of Mall Instruction In Tourism English Learning During Covid-19 Pandemic. CULTOURE: Culture Tourism and Religion1(2), 122-135.
  61. Toyokawa, Y., Chen, A. M. R., Majumdar, R., Hwang, G. J., & Ogata, H. (2020). Trends of E-Book-Based English Language Learning: A Review of Journal Publications from 2010 to 2019. In 28th International Conference on Computers in Education Conference Proceedings (Vol. 1, pp. 484-493). Asia-Pacific Society for Computers in Education (APSCE).
  62. Tingson, J., & Aquino, J. (2021). Addressing Reading Comprehension Difficulties in Printed Modular Distance Learning: A Case Study. International Journal of English Language Studies3(10), 01-06.
  63. Turc, L. 2017. Mobile-assisted language learning (MALL). Romanian Association   of   Teacher   of   English Issues. https://rate.org.ro/blog2.php/1/mobile-assisted-language-learning-mall
  64. Wardak, M. (2020). Mobile Assisted Language Learning (MALL): Teacher Uses of Smartphone Applications (Apps) to Support Undergraduate Students’ English as a Foreign Language (EFL) Vocabulary Development. Lancaster University (United Kingdom).
  65. White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation8(2014), 1-16.
  66. Wiranegara, D. A., & Hairi, S. (2020). Conducting English learning activities by implementing Telegram group class during COVID-19 pandemic. JEASP (Journal of English for Academic and Specific Purposes3(2), 104-114.
  67. Yuskandini, T. A., Wahyuna, Y. T., & Sumarta, S. (2021). Students’ Perception on Learning Vocabulary through WhatsApp Group Media During Covid-19 Pandemic. INTERACTION: Jurnal Pendidikan Bahasa8(2), 219-227